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Enhancing Content Area Literacy: Strategies for Effective Teaching

Welcome to SCED 301! In this course, we will explore essential literacy strategies for content areas, focusing on the Read, Write, and Talk approach. You'll engage in personal introductions, reflect on your learning experiences, collaborate while reading articles on literacy, and discuss the five key elements of a reading program. Prepared to share insights with your classmates, you'll gain a deeper understanding of adolescent literacy, defining its importance in secondary education. Let's embark on this journey to enhance our teaching skills!

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Enhancing Content Area Literacy: Strategies for Effective Teaching

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Presentation Transcript

  1. Welcome to SCED 301 • Please do the following: • Begin the Content Area Literacy Questionnaire. • Review the course syllabus.

  2. Personal Introductions • Think of one thing about yourself that know one else would know: greatest desire, embarrassing moment, event, etc. • Share with the person sitting next to you • Listen and ask questions. • Be prepared to introduce your partner sharing the information you have learned.

  3. Debrief Introductions • What did you learn about your colleagues? • What did this activity do to our classroom?

  4. Content Objectives: • I will identify the five elements of a reading program. • I will be able to define literacy and what it looks like in the content area. Language Objectives: I will use the Read, Write, and Talk Strategy to discuss two articles: “Put Reading First”, “Adolescent Literacy,”or Content/Disciplinary Literacy

  5. How do Children Learn to Read? “Monitoring Comprehension: Read, Write, Talk Strategy • Engage & Connect • Engage the students in the lesson by asking them about traditional comprehension questions. Invite them to turn and talk about how they view such questions. • Explain the Read, Write, and Talk practice and how readers need to stop, think, and react as they read. • Review the article (text) and have them talk with each other to generate more interest.

  6. Read, Write, Talk Strategy • Model • Read to students, stop, and record your inner conversation, your questions, connections, confusions, and new information. • Guide • Continue to read to students, and invite them to have a conversation with a partner; while they talk, circulate and listen in. • Ask them to reflect on the content, the process, and any lingering questions.

  7. Read, Write, Talk Strategy • Collaborate • Students take turns reading with a partner. • Ask students to stop after every few sentences or paragraph and reflect (by talking and writing) on the content, the process, and any questions they might have. • While they talk and write, the teacher circulates and listen in. • Share the Learning • Invite students to come together as a class and ask them to share what they have discovered.

  8. Read, Write, Talk Strategy • In each group: • Identify and define the skill. • Explain how it influences children’s reading. • Explain why it matters to you, as a secondary teacher?

  9. Read, Write, Talk Strategy • Practice Independently • Give a short book talk book talk about three pieces of text, enthusiastically selling each. • Send students off to Read, Write, and Talk independently. • Ask students to write down something they have learned and how the conversation helped them. Also, give them the option of writing down any lingering questions.

  10. Literacy: Content, Adolescent, Disciplinary . . . Oh, my! Activity: Read, Write, and Talk: • Each group will read one article about literacy using the read, write, and talk strategy. • Focus on the Guiding Questions • What is Literacy and Why does It Matter? • What are the differences among adolescent literacy, content literacy, and disciplinary literacy? • Be prepared to share the information learned, your reactions, and any questions you have with the group.

  11. Guiding Questions • What is (adolescent) literacy and why does it matter? Literacy

  12. Adolescent Literacy

  13. Content Literacy

  14. Disciplinary Literacy

  15. Content Objectives: • I will identify the five elements of a reading program. • I will be able to define adolescent literacy and what it looks like in the content area. Language Objectives: I will use the Read, Write, and Talk Strategy to discuss two articles: “Put Reading First”, “Adolescent Literacy,”or Content/Disciplinary Literacy”

  16. Wrapping Up • Assignments: • Turn in the Content Area Literacy Questionaire • Student Study • Next Week: Bell Work • In a short paragraph discuss one thing you have learned about teaching children to read and how it affects you as a secondary teacher.

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